A Program to Improve Student Engagement at Research-Focused Universities

Autor/inn/en	Whillans, Ashley V.; Hope, Sally E.; Wylie, Lauren J.; Zhao, Bob; Souza, Michael J.
Titel	A Program to Improve Student Engagement at Research-Focused Universities
Quelle	In: Teaching of Psychology, 45 (2018) 2, S.172-178 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628318762905
Schlagwörter	Undergraduate Students; Learner Engagement; Research Universities; Psychology; Comparative Analysis; Extracurricular Activities; Program Descriptions; Grades (Scholastic); Student Attitudes; Skill Development; Peer Teaching; Methods Courses; Student Characteristics; Sense of Community; Questionnaires; Measures (Individuals); Teacher Student Relationship; Academic Support Services; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Forschungseinrichtung; Psychologie; Außerunterrichtliche Aktivität; Notenspiegel; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Peer group teaching; Peer Group Teaching; Methodisch-didaktische Anleitung; Fragebogen; Messdaten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Kanada
Abstract	Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year psychology students to participate in the program or to a wait-list. As compared to students who were randomly assigned to the wait-list, students who participated in the program attended more extracurricular events during the year, had higher grades, and reported greater feelings of engagement and enhanced skill learning. These data provide initial evidence that a peer-led program of student events can improve student life for psychology students attending large research-focused institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01